The digital world abolishing all the limitations to reach knowledge and removing the borders of the countries and even continents serves as a facilitator for everyone who wants to learn and reach knowledge. The growing demand for knowledge throughout the world also increases the need for a variety of courses from highly appreciated institutions and instructors in the most effective educational methods and techniques. Therefore, deciding which substructure or platform to be chosen by both enterprises to make a profit and learners to acquire knowledge in the most suitable way is becoming a more challenging issue for both counterparts of teaching and learning. In order to make this selection process easy, based on the document analysis method, this chapter presents an evaluative report on globally popular e-learning platforms including Canvas, Blackboard, Moodle, and Open edX in terms of their market share, user interface, feature strengths and weaknesses, and it reaches a conclusion by comparing and contrasting their differences and similarities.

This study aims to determine the needs of prospective English teachers in ELT departments throughout Turkey within three dimensions as lacks, necessities and wants from the perspectives of both insiders and outsiders. In the light of Target Situation Analysis (TSA), qualitative research design was administered to reach more detailed and in-depth conclusions with the help of open-ended interview questions. In order to generalize the results of the study, and do a comprehensive needs analysis, all teacher trainers and seniors in ELT departments were contacted via internet or face to face. Totally, 14 state and foundation universities throughout Turkey, 41 teacher trainers whose rankings varies from lecturer to professor, and 85 prospective English teachers attending the last year of their education took part in this study. The collected qualitative data by online, printed forms and interview recordings were analyzed by coding and categorizing. It can be concluded according to the findings that from the outsiders’ perspective, lacks are mainly clustered around four titles as more practice, prospective teachers’ qualifications, extrinsic and intrinsic needs. There are four main necessities put forward by insiders as the exterior, interior, practical and occupational necessities. The results also reveal that only 23 percent of the prospective teachers feel themselves ready to teach: however, the rest thought vice versa. To feel ready to teach, they need some supports under the title of “wants” as individual, pedagogical, linguistic and structural support.